Religious literacy, moral recognition, and strong relationality.
Saved in:
| Title: | Religious literacy, moral recognition, and strong relationality. |
|---|---|
| Authors: | Richardson, Michael J. (AUTHOR) |
| Source: | Journal of Moral Education. Dec2017, Vol. 46 Issue 4, p363-377. 15p. |
| Subjects: | Religious literacy, Public schools, Moral development, Intellectual development, Educational malpractice, Public education, Religious education, Individualism |
| Geographic Terms: | United States |
| Abstract: | Several proposals for addressing religious literacy or including religious content in American public schools point to potential advantages for intellectual and moral development. These proposals include moral arguments, which suggest that religious literacy is an individual and social good. Although the proposals selected for this analysis span the previous two decades, it appears that little progress has been made toward addressing religious literacy in American public school contexts. In this theoretical article, I examine several of these proposals using a philosophical contrast between weak and strong relationality. It is argued that although these proposals include strong relational assumptions, weak relational assumptions remain that could inhibit the successful implementation of these proposals—or perhaps even undermine their ultimate goals. [ABSTRACT FROM PUBLISHER] |
| Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Several proposals for addressing religious literacy or including religious content in American public schools point to potential advantages for intellectual and moral development. These proposals include moral arguments, which suggest that religious literacy is an individual and social good. Although the proposals selected for this analysis span the previous two decades, it appears that little progress has been made toward addressing religious literacy in American public school contexts. In this theoretical article, I examine several of these proposals using a philosophical contrast between weak and strong relationality. It is argued that although these proposals include strong relational assumptions, weak relational assumptions remain that could inhibit the successful implementation of these proposals—or perhaps even undermine their ultimate goals. [ABSTRACT FROM PUBLISHER] |
|---|---|
| ISSN: | 03057240 |
| DOI: | 10.1080/03057240.2017.1324771 |
